Communication Sciences and Disorders Faculty Work

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Recent Submissions

Now showing 1 - 5 of 8
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    A Computerized Measure of Idea Density in Two Genres of Written Language Samples
    (2014) Moser, Katie; Hungerford, Suzanne
    Idea density is a measure of ideas, or propositions, expressed relative to the number of words used in written or oral language samples. This study examines idea density in narrative and expository text generated by young adults, along with concurrent correlates of academic achievement and language ability.
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    Articulation Test Norms: To Whom are we Comparing our Clients?
    (2014) Wacker-Mundy, Roberta; Daul, Brigid
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    An Examination of Clinical Measurements of Verbal Working Memory
    (2011) Hungerford, Suzanne; Roberts, Katharine
    Research indicates that verbal working memory is an important predictor of oral and written language processing, social problem solving, and academic success. This study examines working memory scores derived from common clinical tools in speech-language pathology, the relationships among these variables, and their ability to predict language and related skills.
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    An Analysis of Executive Functions in Children Referred for Auditory Processing Evaluation
    (2006) Hungerford, Suzanne; Gonyo, Katharine; Brunell, Katelyn; Harrison, Jamie
    It is well known that attention deficits frequently co-occur with auditory processing disorder yet little is known about the (cognitive) executive functions (EFs) that regulate attention and self-control in children with auditory processing concerns. We present an analysis of EFs in children referred for auditory processing assessment, based on both teacher and parent report forms of a norm-referenced assessment instrument.
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    Executive Functions and Their Relationship to Social Skills and Problem Behaviors
    (2009) Hungerford, Suzanne; Gonyo, Katharine; Whitford, Shasta; Bassendowski, Nancy
    This study examined social, behavioral, and executive function characteristics in a group of children referred for auditory and language processing assessment. Teacher ratings of executive functions were compared to parent ratings to determine if teacher's or parent's ratings are better predictors of social skill deficits or problem behaviors. Further, eight executive function skills were examined to determine which are most related to social skills and which are most related to problem behaviors.